Electronic Resources in the Virtual Learning

Current and future e-learning developments
There are a number of developments in e-learning that may change
existing tools and how they are used. Increasingly, researchers and
practitioners in learning technology are referring to ‘learning objects’.
These will be discussed in greater detail in Chapter 5. A learning object
can take many different forms, but the key feature is reusability, and the
construction of metadata to describe the object and its possible use is
vital. Increasingly, institutions are being encouraged to set up digital
repositories for learning objects.
Next-generation VLEs
The move towards MLEs has been slower than anticipated; however,
integrated information systems are undoubtedly the way forward for e-
learning. Two developments that may take on great significance are
Sakai and the JISC Technical Framework. These two developments have
been compared in a recent article on the CETIS website (Kraan, 2004).
Sakai (http://www.sakaiproject.org/) describes itself as a community
source software development project. It was founded by the University
of Michigan, Indiana University, MIT, Stanford, the uPortal Consortium
39

---

Electronic Resources in the Virtual Learning Environment
and the Open Knowledge Initiative (OKI) with the support of the
Andrew W. Mellon Foundation. The first release for their Collaboration
and Learning Environment (CLE) software was in late June 2004. The
software is open source and the group is also working with the library
community to ensure interoperability. Meanwhile the JISC Technical
Framework also aims to create a range of tools using open-source code.
Developments will be undertaken through a series of short, focused,
community-led projects, which will seek to join up whatever systems the
community has or wants to be developed. This has been described as a
‘pick ’n’ mix’ approach to MLE developments. More information is
available from JISC about this initiative.
10
Interoperability and open source initiatives are discussed in more detail
in Chapter 5.
E-learning and digital libraries
The overview of e-learning earlier in this chapter and Chapter 1’s survey
of digital library developments sets the scene for the remainder of this
book, which focuses on the integration of these two technologies.
Considerable research and development has been undertaken in the UK
in particular. Librarians and IT professionals have been increasingly
working together since the 1990s as digital technology developed. An
example is the many converged library and IT services at universities
throughout the world. Furthermore, in 1990 EDUCAUSE and the
Association of Research Libraries jointly sponsored the Coalition for
Networked Information (CNI). CNI defines itself as:
… an organization designed to advance the transformative promise of
networked information technology for the improvement of scholarly
communication and the enrichment of intellectual productivity.
11
However, arguably, specific research examining the integration of digital
libraries and virtual learning environments began with the UK-based
JISC funded INSPIRAL project. This project led to an increased
recognition that systems and people need to work together to best serve
the needs of the learner.
40

---

E-learning and the digital library
The INSPIRAL Project
In 2001 JISC funded a six-month project which was to take on enormous
significance for the library and e-learning fields. The INSPIRAL
(INveStigating Portals for Information Resources and Learning) Project
examined the institutional challenges and requirements involved in
linking virtual and managed learning environments (VLEs and MLEs)
with digital and hybrid libraries. The needs of the learner were
paramount to INSPIRAL, and the project focused on UK higher
education with an eye to international developments. The ultimate aim
of INSPIRAL was to inform JISC’s future strategy and funding of
initiatives in this area. The project was far sighted in the recognition that
the evolution of e-learning and the development of libraries had thus far
‘proceed[ed] along different paths’ (Currier, 2001) but that their
integration would be of enormous benefit to learners. The project
focused in particular on organisational problems rather than technical
issues. Several deliverables from the project are still highly valuable
resources, for example the literature review (Brown and Currier, 2001)
and the six case studies of digital library and VLE integration.
12
Even from its early days, INSPIRAL sparked a large amount of interest
and engaged with key stakeholders. An e-mail list was established which
still exists today, and in 2001 the project led directly to the launch of the
JISC Digital Libraries and Virtual Learning Environments (DiVLE)
Programme. INSPIRAL had six major recommendations for the JISC,
which covered three main areas: provision of information and guidance,
facilitating cooperation and collaboration and funding further research.
It was recognised that national guidelines and standards would be
essential to further develop VLE and digital library integration, such as
metadata specifications, but also staff and user training and education
was recognised as important. JISC was asked to provide price guides and
real-cost surveys for the implementation of such systems. They also
recommended that an independent, comparative guide to specific
VLE/MLE and library management systems be established. This would
include information on their suitability for linkages and integration, so
that institutions were not solely reliant on company information. The
recommendations for future research included a study of learner needs,
an investigation of developments in Scandinavia and Australia, a look at
the non-uptake of e-learning and an investigation of virtual research
environments. Finally the JISC was asked to form and support consortia
across higher education and further education to facilitate better
negotiation with commercial vendors and service providers. Areas where
41

---

Electronic Resources in the Virtual Learning Environment
such consortia may have influence were identified as publishers and
publishing culture in general, the vendors of VLE/MLE and library
products and sharing resources.